c. Inability to adjust reading to meet demands of content fields because of: (1) Insufficient knowledge of vocabulary. (2) Limited use of basic study skills. (3) Ineffectiveness in adjusting rate of reading to purpose and nature of material. The slow, inefficient reader is frequently one who is deficient in some of the other areas of reading, such as word study or comprehension. He may also be one who lacks zest for reading. If any one of these is the cause of the inefficient reading, an attack on that basic problem is needed. There are, however, inefficient readers who have no such basic limitations. In these cases, the impeding habit must be diagnosed and the appropriate remedial procedures used. The following list suggests some of the more prevalent causes of slow, inefficient reading in all types of reading situations: a. Over-vocalization during silent reading. b. Over-analytical reader. c. Word-by-word reader. d. Habitual dawdling while reading. e. Unrhythmical reading. f. Pointing or excessive head movements. g. Extreme compulsiveness for detail. The reluctant reader is one who has the necessary skills and abilities but who avoids reading. He has not discovered the values to be gained from reading and therefore reads but little. His problem is one which requires careful encouragement. For the most part, pupils who can read, will read if they are given suitable material and some encourage ment. There are a few pupils who have ability to read, but who need remedial training to overcome one of the following: a. Lack of breadth and intensity of interests in general. b. Inability to establish purposes for reading. c. Lack of persistence when material does not immediately answer reader's purpose. d. Inability to initiate own reading activities. Most types of remedial programs attack one or more of the areas just discussed. They are usually successful in overcoming some reading disabilities. In summary, however, the truly successful remedial program is one that does the following: a. Bases treatment on the pupil's specific needs as shown by a thorough diagnosis. b. Emphasizes a child's specific instructional needs in relationship to broad reading development--not in isolation. c. Is well organized. d. Makes the processes meaningful to the learner and lets him help plan the correction. e. Considers each pupil as a worthwhile individual. f. Is encouraging to the pupil. g. Uses material suitable for the pupil in difficulty, interest, and maturity. h. Is broad enough to treat all types of difficulties. i. Is flexible enough to change as the child's problem changes. j. Has teachers who are energetic, optimistic, and well trained. k. Employs good, sound teaching procedures and interesting reading materials rather than artificial or mechanical devices, or any other bag of tricks. How To Organize a Remedial Reading Program TH By Gilbert B. Schiffman Junior High School Reading Specialist Baltimore County Schools, Maryland HERE cannot be a complete separation between a developmental and a remedial reading program. Both phases should be included in any complete reading program. However, the program can be orientated to stress either developmental reading or remedial reading. The general nature of remedial reading instruction and the type of pupil it can best serve have been clearly stated by Donald D. Durrell in these words, Although the regular class room teacher must assume major responsibility for reading instruction suited to the needs of children, some schools have many children who are so far behind the classes that special remedial reading instruction is necessary. Such classes are held under various names, such as "the reading clinic," "the reading workshop," "the reading club," "the reading laboratory," or the "special reading class." The commonest type of remedial class brings together small groups of children for 30 to 60 minutes of reading instruction each day.1 When a remedial program is being considered for a school, the teachers, supervisors, administrators and reading consultant (if one is available) should agree on certain basic principles, including, perhaps, the following: 1. A remedial reading program is beneficial and necessary to a well-rounded program. 2. All teachers, both elementary and secondary, should be teachers of reading. 3. Individual testing can help diagnose and contribute to remediation of certain types of "retarded readers." 4. Some types of retarded readers may benefit by individual or small group instruction. 5. Parent education is necessary for the success of a remedial reading program. 1 Bibliographical references are listed on page 117 at the end of this article. 6. Teacher education is essential for the success of a remedial reading program. 7. Proper grouping is important within the classroom to avoid unnecessary frustration and to provide maximum benefits from the teacher's instruction. 8. Reading is a process-not a subject. 9. The label "remedial" should not be applied to the program when discussing it with parents and pupils. Words without unfortunate connotations, such as "reading laboratory" or "reading club" should be used. There are four definite aspects of any remedial program. The degree to which any of these four aspects is stressed depends upon the students, parents, staff members, and facilities. The organizers of the program must decide how much emphasis should be placed on each aspect. The four aspects or facets of a good remedial program are as follows: 1. Parent education 2. Teacher education 3. Individual and group testing 4. Individual or small group instruction As with any curriculum program, the relationships among administrators, supervisors, teachers, and parents can cause a reading program to succeed or fail. The program is especially dependent upon teacher attitudes. Teachers must be convinced that the remedial reading program will improve the quality of learning. What does the reading program offer the teachers, pupils, and others? It can provide: 1. Assistance in educating the parent 2. Assistance to the teacher in within-class grouping 3. Seminars and workshops to help teachers learn techniques for handling the "teaching of reading" 4. Additional diagnostic data concerning retarded students 5. Assistance in teaching "retarded" students What can the parents expect from the reading program? They can anticipate : 1. A better understanding of the learning problems of school children 2. Suggestions as to how to help the child improve his reading at home 3. A better parent-teacher relationship 4. A better understanding of the instructional program of the school Most important of all is the child. How can the child be benefited by the program? 1. He can be helped to improve his reading abilities and his achievement in academic courses. 2. He can be helped to overcome frustrations and feelings of inferiority caused by failure to read up to the expected levels. One method by which the four aspects of a reading program have been developed in a large county school system is described below. 1. Parent education Parent understanding and cooperation are essential to the success of any reading program. At first, parents are invited to meet with the reading specialist at the Parent-Teachers Association meeting. Then an entire week is set aside during which parents may meet with the reading consultant, any time from 8:30 a. m. to 9 p. m. Pupils who are receiving individual or small group instruction are given a special invitation addressed to their parents. The invitation reads as follows: Dear Mr. & Mrs. JUNIOR HIGH SCHOOL Date In our attempt to improve ‒‒‒‒‒ 's reading ability, we have placed her/him in a small group only for reading where he/she can receive much individual assistance. However, we feel that more improvement can be nade if newly learned reading skills can be applied at home under your guidance. To help you assist your child, we are inviting you to meet with our reading specialist from 8:30 a. m. to 9:00 p. m. any day during the week of At this meeting, the reading consultant will confer with you on ways to assist your child improve his reading at home. So that we may be able to schedule these meetings without conflict, will you please complete the questionnaire below and have it returned to school? Sincerely yours, Student's Name I shall be able to meet with the reading specialist on Principal. Section (time) Parent's signature In this way every interested parent has an opportunity to discuss his child's problems with the consultant. Of course, the reading specialist confers with the child's teachers before meeting with the parents. In addition, an annual Conference on Reading for Parents is scheduled. All parents and interested individuals are invited to attend the school for the day's program. The program consists of a guest speaker and several reading demonstrations and lectures by educators. It is planned especially for parents of elementary and junior high school students. |